How Principals' Understanding of Career and Technology Foundations Influences Instructional Leadership Decisions: An Interview-Based, Qualitative Study

Autor/inn/en	Sproule, Leonard; Mombourquette, Carmen P.
Titel	How Principals' Understanding of Career and Technology Foundations Influences Instructional Leadership Decisions: An Interview-Based, Qualitative Study
Quelle	In: Leadership and Policy in Schools, 19 (2020) 3, S.346-368 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2018.1554156
Schlagwörter	Principals; Administrator Attitudes; Vocational Education; Elementary Secondary Education; Instructional Leadership; Decision Making; Knowledge Level; Competency Based Education; Curriculum Implementation; Context Effect; Values; Expectation; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausbildung; Berufsbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Decision-making; Entscheidungsfindung; Wissensbasis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Wertbegriff; Expectancy; Erwartung; Ausland; Kanada
Abstract	Through the analysis of semi-structured interview responses from four school principals centered on their implementation of a new competencies based curriculum called Career and Technology Foundations (CTF), we sought to better understand their experience with implementing this new program of studies in its optional year of implementation. Four themes arose: Content Knowledge; Values, Expectations, and Vision; Contextual Considerations; and Decisions, Actions, and Behaviors. By understanding how stakeholders conceptualize new expressions of curriculum, potential programming structures, and related pedagogical approaches, principals can be more prepared to engage in substantive conversations with teachers and provide learning supports that enhance professional capacities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01