Educational Considerations, vol. 40(1) Full Issue

Abstract

In this issue of Educational Considerations, we are pleased to offer readers extended, in-depth discussions of two critical issues for educational leaders and policymakers: Cost-effective factors that have the potential to improve student achievement and effective preparation programs for education leaders. We are honored to have two distinguished scholars to provide theory-and research-based insights into these topics which have challenged researchers, policymakers, and practitioners for decades. The first article, "A Theory of School Achievement: A Quantum View," by James L. Phelps, extends his research on class size reduction which was showcased in a special issue of Educational Considerations last fall. From that foundation, he has developed and operationalized a comprehensive theory of student achievement. His mathematical model provides researchers with a fresh approach to thinking about this important line of inquiry.In the second article, "Doctoral Programs in Educational Leadership: A Duality Framework of Commonality and Differences," Perry A. Zirkel has collected and synthesized several decades of a wide range of literature related to the ongoing dialogue and debate on whether the Ed.D. or the Ph.D. best serves the needs of preK-12 educational leaders, in particular, school district superintendents. The organization of this wealth of information into a coherent framework is meant to assist not only those involved in the design and delivery of educational leadership doctoral programs, but also the practitioners who will enroll in them.