Examining the Value Master's and PhD Students Place on Various Instructional Methods in Educational Leadership Preparation

Autor/inn/en	Gordon, Stephen P.; Oliver, John
Titel	Examining the Value Master's and PhD Students Place on Various Instructional Methods in Educational Leadership Preparation
Quelle	In: International Journal of Educational Leadership Preparation, 10 (2015) 1, S.77-98 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Graduate Students; Masters Programs; Doctoral Programs; Student Attitudes; Teaching Methods; Administrator Education; Instructional Leadership; Student Surveys; Qualitative Research; Discussion (Teaching Technique); Class Activities; Reading Materials; Assignments; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Doktorandenprogramm; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Schülerbefragung; Qualitative Forschung; Assignment; Auftrag; Zuweisung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate students, including 43 master's students and 44 PhD students in an educational leadership program at a university located in the Southwest. The students completed a qualitative survey that asked them to discuss instructional methods that they valued, including specific types of (a) class discussions, (b) in-class learning activities other than discussions, (c) course readings (d) out-of-class assignments and projects other than readings, and (e) instruction provided by a "composite" outstanding professor of educational leadership. Although both master's and doctoral students valued many of the same instructional methods, there were clear differences between the two groups regarding several methods. This study begins to address the gaps in our knowledge base on graduate students' perceptions of different instructional methods used in leadership preparation. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01