Pipeline to Preparation to Advancement: Graduates' Experiences in, through, and beyond Leadership Preparation

Autor/in	Orr, Margaret Terry
Titel	Pipeline to Preparation to Advancement: Graduates' Experiences in, through, and beyond Leadership Preparation
Quelle	In: Educational Administration Quarterly, 47 (2011) 1, S.114-172 (59 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0011000010378612
Schlagwörter	Instructional Leadership; Principals; Career Development; Continuing Education; Leadership Training; Graduates; Occupational Aspiration; Internship Programs; Faculty; Program Evaluation + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Berufsentwicklung; Weiterbildung; Führungslehre; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Berufsneigung; Berufsziel; Berufspraktische Ausbildung; Academic Staff; Lehrkörper; Programme evaluation; Programmevaluation
Abstract	Purpose: The purpose of the study was to describe the nature of preparation among a nonpurposeful sample of 17 leadership preparation programs and to investigate the relationship of their participants' characteristics, program experiences, leadership learning, and initial career outcomes. The study was guided by prior research on innovative programs (Darling Hammond, Meyerson, La Pointe, & Orr, 2009; Leithwood, Jantzi, Coffin, & Wilson, 1996). Data Collection and Analysis: Faculty members from 13 institutions (two with multiple programs) surveyed their graduates between 2004 and 2007 using a common survey instrument developed by the University Continuing Education Association Learning and Teaching in Educational Leadership Special Interest Group Taskforce on Evaluating Leadership Preparation Programs. Of these, 471 had completed their program from 0 to three years prior; their responses were aggregated by program and analyzed using descriptive statistics and correlational analyses. Findings: The results show that programs had many recommended innovative program features, varied somewhat on content focus, challenge, coherence, use of active student-centered instructional practices, and internship length and quality. These were positively associated with the extent of graduates' learning in five areas of leadership, their satisfaction with the program, and their beliefs about the principalship. Conclusions: The results confirm prior research that how aspiring school leaders are prepared influences what they learn and their career intentions. The results validate the survey measures in discriminating among programs, and identifying areas for improvement. (Contains 5 notes, 3 figures and 25 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10