Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test

Autor/inn/en	Paufler, Noelle A.; Ezzani, Miriam D.; Murakami, Elizabeth T.; Viamontes Quintero, Jesika; Pazey, Barbara L.
Titel	Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test
Quelle	In: Journal of Research on Leadership Education, 17 (2022) 3, S.215-242 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paufler, Noelle A.) ORCID (Pazey, Barbara L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1942775120976705
Schlagwörter	Instructional Leadership; Doctoral Programs; Program Design; Leadership Training; Doctoral Students; Student Attitudes; Program Evaluation; Educational Objectives; Program Improvement; Social Justice; Ethics; Equal Education; Inclusion; Advocacy; Blended Learning + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Doktorandenprogramm; Programme design; Programmaufbau; Programmplanung; Führungslehre; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Programme evaluation; Programmevaluation; Educational objective; Bildungsziel; Erziehungsziel; Soziale Gerechtigkeit; Ethik; Inklusion; Sozialanwaltschaft
Abstract	This study examines students' perceptions of an Educational Leadership Doctoral Program's redesign, based on a multi-criteria framework that informed the program's core values and beliefs to prepare students to: (a) lead learning organizations; (b) engage ethically with the community; (c) advocate for diversity, equity, and inclusion; and (d) develop theory-to-practice solutions. Student voices are expressed through surveys and focus group interviews. Student perceptions of the core values and beliefs were reflected in their experiences. The program evaluation was significant as a critical review of the redesign informing both faculty and students about areas still in need of continuous improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01