scholarly journals Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam D. Ezzani ◽  
Noelle A. Paufler
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Doctoral Program ◽  
The United States ◽  
Visionary Leadership ◽  
Education Doctorate ◽  
Design Concepts ◽  
The University ◽  
University Council ◽  
Program Redesign

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

In Search of a Knowledge Base to Guide Program Development in Educational Leadership

1992 ◽  
Vol 2 (4) ◽  
pp. 429-442 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Knowledge Base ◽  
Program Development ◽  
Educational Administration ◽  
Task Force ◽  
New Approach ◽  
Potential Sources ◽  
The University ◽  
University Council ◽  
Future School

Recently, the Executive Committee of the University Council for Educational Administration established a task force to study the issue of finding an appropriate knowledge base for educational administration (UCEA Review, 1991). This event underscores the fact that the field of educational administration is currently going through a period of great introspection. Simply stated, the goal is to improve practice, but that improvement must be based on a recognition of precisely what is the nature of the field. In this article, the search for a relevant knowledge base for the field of educational leadership is described. A number of potential sources for a knowledge base are identified. Finally, a newly-developed program in educational leadership at one university is presented to illustrate the way in which elements of the knowledge base have been incorporated into a new approach to the preparation of future school leaders.

scholarly journals Approaching EdD Program Redesign as a Problem of Practice

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Lesley F Leach ◽  
Juanita M Reyes ◽  
Credence Baker ◽  
Ryan Glaman ◽  
Jordan M Barkley ◽  
...  
Keyword(s):  
United States ◽  
Educational Leadership ◽  
The United States ◽  
University Faculty ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Education Doctorate ◽  
Educational Environments ◽  
Professional Practitioners ◽  
Program Redesign

As members of the Carnegie Project on the Education Doctorate (CPED), universities across the United States are restructuring EdD programs to better prepare professional practitioners with the practical skills and theoretical knowledge needed to improve the educational environments that they serve. The hallmark of these programs is often the dissertation in practice, a scholarly investigation within which students define a problem of practice and then systematically test solutions to that problem. In this study, we investigate the experiences of university faculty participating in the redesign of an Educational Leadership EdD program who approach the redesign as a problem of practice. Root causes of identified program issues are presented in addition to the changes implemented in the redesigned program to improve upon the problem of practice. 

scholarly journals Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
James E Bartlett ◽  
Michelle E Bartlett ◽  
J Jordan Dolfi ◽  
Audrey J Jaeger ◽  
Diane D Chapman
Keyword(s):  
Community College ◽  
Doctoral Program ◽  
Executive Leadership ◽  
Lessons Learned ◽  
Education Doctorate ◽  
Design Concepts ◽  
College Leaders ◽  
Job Shadowing ◽  
The Impact ◽  
Insight Into

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

Professional Standards for Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
National Policy ◽  
Leadership Preparation ◽  
The United States ◽  
National Standards ◽  
Professional Standards ◽  
School Level ◽  
Professional Fields

Standards are used in a variety of professional fields to identify core elements of practice within the field as well as to describe a desired level of performance. The first set of standards for the field of educational leadership in the United States was introduced in 1996 by the Interstate School Leaders Licensure Consortium (ISLLC). Since then, they have become the de facto national standards for educational leaders. The ISLLC standards have been updated three times and were recently renamed Professional Standards for School Leaders (PSEL) under the authority of the National Policy Board for Educational Administration (NPBEA). Over this same period of time, multiple sets of sister standards (e.g., standards for leadership preparation) have emerged as have evaluation tools and practice resources. Soon after their release, a variety of concerns were raised about the standards and their potential impact on the practice of education leadership, particularly school level leadership. Some argued that the standards were too broad, while others argued that they were too specific. Similarly, concerns were raised about the focus of the standards and what was left out or only weakly included. These and other concerns continued to plague newer versions of the standards. Concerns notwithstanding, today, educational leadership standards are fully embedded in the lifeworld of the educational leadership profession. They have been adopted and adapted by states, districts, professional organizations, and accrediting bodies and used in a variety of ways, including: setting expectations for educational leadership preparation and practice, state certification, leadership recruitment, professional development and support, and evaluating leadership practice.

Theory to Practice in Administrator Preparation: An Evaluation Study

1995 ◽  
Vol 5 (2) ◽  
pp. 151-162 ◽  
Author(s):  
Diana G. Pounder
Keyword(s):  
Educational Administration ◽  
Doctoral Program ◽  
Educational Practice ◽  
Evaluation Study ◽  
Study Data ◽  
Instructional Program ◽  
Problems Of Practice ◽  
Program Change ◽  
Personnel Administration ◽  
The University

The purpose of this paper is to evaluate the effectiveness of a field-based doctoral program in educational administration on linking theory and research to the improvement of practice. Specifically, the study evaluates the degree and ways in which doctoral student field-based projects and studies completed as an integral part of the University of Utah's field-based Ed.D. program have resulted in program or policy changes in schools or other education-related agencies. This evaluation of the theory-practice emphasis in the University of Utah's Ed.D. program suggests that the program is successfully meeting its central program objective. Study data indicate that approximately one-half to two-thirds of student projects resulted in some sort of policy or program change in educational practice. Projects that resulted in change in local schools, districts or other education-related agencies tended to be either policy adoptions addressing legal and/or personnel administration concerns or instructional program implementations for students and staff. Factors that enhanced the likelihood of a project resulting in a policy or program change were: 1) the student's familiarity with relevant problems of practice; 2) the degree to which students worked closely with other organizational employees in developing and refining the project; and 3) the utility and conceptual/analytical quality of the proposal itself.

Willower, the professor and UCEA

2001 ◽  
Vol 39 (5) ◽  
pp. 419-423
Author(s):  
Patrick B. Forsyth
Keyword(s):  
Educational Administration ◽  
Substantial Role ◽  
The University ◽  
University Council

Describes Willower’s considered and valued role as a professor and reviews aspects of his career. Notes how Willower advocated bringing the work of the practitioner and the scholar closer together and the need to blend knowledge, values, and method. These characteristics contributed to Willower’s substantial role in the foundation and continuing development of the University Council for Educational Administration.

Dissertation Redesign for Scholarly Practitioners in Educational Leadership

2016 ◽  
pp. 53-69 ◽  
Author(s):  
Cynthia J. MacGregor ◽  
Jennifer Fellabaum
Keyword(s):  
Educational Leadership ◽  
Doctoral Program ◽  
Practice Model ◽  
University Of Missouri ◽  
History Of ◽  
Critical Problems ◽  
Problems Of Practice ◽  
The University ◽  
The Impact ◽  
Section Form

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.

Minnesota, Moscow, Manhattan. Gus Hall’s Life and Political Line Until the Late 1960s

2020 ◽  
Author(s):  
Tuomas Savonen
Keyword(s):  
Soviet Union ◽  
Main Part ◽  
Doctoral Program ◽  
The United States ◽  
Historical Sources ◽  
Federal Bureau Of Investigation ◽  
The Soviet Union ◽  
The 1960S ◽  
The University ◽  
General Secretary

This Study, Minnesota, Moscow, Manhattan, examines the life and political line of Gus Hall (1910-2000), the long-time general secretary of the Communist Party of the United States (CPUSA), up until the late 1960s. The first main part of the study examines Hall's Finnish American background and his life until 1959, when he became the general secretary of the CPUSA. The second main part studies Hall's political line during the first decade of his general secretaryship. The latter part is, to a large extent, based on the documents of the Federal Bureau of Investigation (FBI). In the mid- 1950s the FBI managed to infiltrate two of its informers into the very top of the CPUSA. In the 1960s, the two informers, Morris and Jack Childs, provided the FBI detailed information on Gus Hall and his relations with the Soviet Union, China and other communist countries. Thanks to the Childs brothers, the FBI became fully informed about, for example, the Soviet Union's financial support to the CPUSA.   In addition to more than 20 000 pages of FBI's intelligence documents, this study is based on a wide variety of other historical sources, including interviews with numerous former and current CPUSA members.   Tuomas Savonen is a graduate of the University of Helsinki, Doctoral Program in Political, Societal and Regional Change. This PhD study was submitted in the field of Social Sciences at the University of Helsinki in 2020.

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