Why All Leadership Faculty Should Initiate a Reform of Quantitative Methods Courses

Autor/in	Pogrow, Stanley
Titel	Why All Leadership Faculty Should Initiate a Reform of Quantitative Methods Courses
Quelle	In: Educational Leadership and Administration: Teaching and Program Development, 32 (2020), S.37-45 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1064-4474
Schlagwörter	Leadership Training; Educational Change; Statistics; Research Methodology; Evidence Based Practice; Statistical Significance; Doctoral Programs + Suchen Sie Ihr Suchwort? Führungslehre; Bildungsreform; Statistik; Research method; Forschungsmethode; Doktorandenprogramm
Abstract	It is time to reform the quantitative methods courses in leadership programs -- typically, these are statistics courses with arcane statistics textbooks. There is growing evidence that these "rigorous" scientific methods actually mislead practice because the vast majority of practices found to be "effective" or "evidence-based" using these methods do not work in schools -- including those validated by the federal What Works Clearinghouse. Fortunately, there are other quantitative methods that are more intuitive, and more accessible to leaders, leadership students, and leadership faculty -- methods that are more relevant for improving practice and identifying "evidence-based" practices that are likely to actually improve schools. However, those who control the content of quantitative methods courses tend to be those with the most technical expertise in the traditional methods and will oppose any methodological alternatives as being "non-rigorous." The newer quantitative methods will not be emphasized in EdD and Masters programs until all leadership faculty exert greater voice on the content of such courses. A first step is to stop calling quantitative methods courses "Statistics" courses. They should be "Applied Quantitative Methods" courses. This non-technical article (a) outlines the problems with traditional statistics, (b) highlights some of the newer and simpler quantitative methods that are more relevant for improving schools, and (c) describes an alternative textbook as a key resource for transforming the quantitative methods course. (As Provided).
Anmerkungen	California Association of Professors of Education Administration. Web site: http://www.capea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01