Examining the Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation

Authors

  • John Oliver Texas State University
  • Stephen P. Gordon Texas State University
  • Michele L. Oliver Texas State University

DOI:

https://doi.org/10.22230/ijepl.2018v13n3a735

Keywords:

principal preparation, educational leadership preparation, instructional strategies, aspiring principals

Abstract

Abstract: This article reports on a study of the value master’s students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students’ most valued class discussions were about how their personal experiences related to the class topic and how to apply the topic to practice. Class activities valued most highly by the aspiring principals were problem solving, simulations, small-group discussions, and whole-group discussions. Out-of-class assignments rated most highly included writing reflective papers, conducting interviews and observations, and performing leadership activities in schools. The types of readings the master’s students most appreciated were case studies and journal articles. In describing their “outstanding professor,” the aspiring principals focused on the professor’s personal qualities, creation of a positive learning environment, and constructivist teaching.   

Author Biographies

John Oliver, Texas State University

Assistant Professor of Education and Community Leadership, Department of Counseling, Leadership, Adult Education, and School Psychology

Stephen P. Gordon, Texas State University

Professor of Education and Community Leadership, Department of Counseling, Leadership, Adult Education, and School Psychology

Michele L. Oliver, Texas State University

Lecturer,  Department of Psychology

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Published

2018-05-01

How to Cite

Oliver, J., Gordon, S. P., & Oliver, M. L. (2018). Examining the Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation. International Journal of Education Policy and Leadership, 13(3). https://doi.org/10.22230/ijepl.2018v13n3a735

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