Research on multiple cohorts of aspiring and practicing principals engaged in professional development provides perspectives on the benefits of mentoring through clinical practice by clarifying issues related to role socialization, professional development, and leadership capacity building. Based on data from participants in several cohorts and reviews of research on clinical practice, leadership preparation, and mentoring, the authors make recommendations for improving university-based preparation programs through models and programs in which aspiring principals can gain authentic administrative work experience guided by mentors. The authors close with a reflection about the critical importance of practice and administrative mentoring in the initial and continuing preparation of principals.
Cohorts are increasingly popular management tools for recruiting students into professional education programs, for organizing their learning experiences, for promoting performance-based outcomes, and for developing and using innovative teaching-learning practices. This article examines issues about the effects of learning in cohorts by focusing on existing research and posing rhetorical questions about what happens both inside and outside cohorts. The purpose of the article is to stimulate dialogue about the impact of cohort participation on learning outcomes, professorial roles, and professional practice. The authors pose a series of unanswered questions about learning in cohorts as a beginning strategy for developing a nationwide longitudinal study to explore transference of learning in cohorts by aspiring school administrators to their professional practice.
On the assumption that power is central to social life, a power model is proposed and tested. The model is designed to address the problem of conceptual clarity in power studies and to provide an integrative mechanism for explaining divergent outcomes of power acts. Three studies that support the efficacy of the model suggest that the model has considerable heuristic and empirical potential.
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