National Council of Professors of Educational Administration

Creighton, Theodore B.

doi:10.4135/9781412939584.n394

Cited by 3 publications

(3 citation statements)

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“…What aspects of principal preparation programs then might advance candidates’ self-efficacy development and success? Preparation programs attracted criticism for a variety of reasons, including recruitment and selection, lack of rigor, disconnect between theory and practice, and inadequate clinical practice (Creighton & Jones, 2001; Levine, 2005; Young, 2002). Therefore, the integration of these elements along with purposeful strategies designed to develop candidate self-efficacy has the potential to initiate meaningful program change.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Self-Efficacy in Education Leadership Programs

Versland

2016

Journal of Research on Leadership Education

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Despite attention given to principal preparation program reform, little research exists explaining how candidates develop self-efficacy or how preparation programs contribute to self-efficacy development. Researchers used a mixed-methods study to examine principals’ perceptions of program effectiveness, determine underlying constructs related to self-efficacy, explore how those factors functioned, and suggest ways to design program experiences promoting self-efficacy. Results suggest that program experiences should create opportunities for relationship building, authentic leadership experiences working with others, and persevering to build self-efficacy. Faculty can support efficacy development through creating instructional opportunities where students gain mastery of leading others in school improvement strategies, requiring internships of substantial length for relationship development, and designing rigorous coursework and program challenges with supportive structures to teach perseverance.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring Self-Efficacy in Education Leadership Programs

Versland

2016

Journal of Research on Leadership Education

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“…Educational leadership preparation programs are the main route for preparing school leaders (Young, 2011) and accordingly carry the responsibility of preparing school leaders for the cultural diversity present in their schools (Horsford et al, 2011). Some preparation programs have individually tried to recruit and retain candidates from minoritized groups (Creighton & Jones, 2001; Norton, 1994). However, these efforts remain unmeasured and their effectiveness unknown (Creighton & Jones, 2001).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Some preparation programs have individually tried to recruit and retain candidates from minoritized groups (Creighton & Jones, 2001; Norton, 1994). However, these efforts remain unmeasured and their effectiveness unknown (Creighton & Jones, 2001).…”

Section: Review Of Literaturementioning

confidence: 99%

Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community

Thornton

Barakat

Grooms

et al. 2020

Journal of Research on Leadership Education

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This qualitative study describes and interprets how two educational leadership programs, participants in the UCEA (University Council for Educational Administration) Program Design Network Improvement Community, identified and responded to a problem of practice by focusing on the needs of each program regarding the recruitment, selection, admission, and retention of candidates from underrepresented groups. Through collaborative learning and research, the programs were able to guide the change processes of their institutional structures to focus on attracting more diverse applicant pools that are more focused on issues of diversity in the schools they will serve.

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Paternal incarceration and children's reading achievement: The role of maternal caregiving quality

Bridgewater

Yates

2021

J of Marriage and Family

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Objective This study examined early childhood paternal incarceration (PI; birth to Age 6) effects on children's elementary reading achievement (i.e., Ages 8–10) as mediated by mothers' supportive caregiving and moderated by child gender. Background Extant research on PI has primarily focused on child behavioral problems. However, less is known about specific relations between PI and academic achievement. Method Participants were drawn from an ongoing, longitudinal study of development using a subsample of 180 children and their maternal caregivers (51.5% female children; 48.9% Latinx; 26.7% experienced PI). Study variables were assessed using semi‐structured incarceration interviews, observational parenting tasks, and standardized achievement tests. A moderated mediation analysis evaluated the hypothesized model by child gender. Results PI predicted decreased maternal supportive caregiving, which, in turn, predicted lower reading achievement, even when family socioeconomic status, child ethnicity‐race, prior supportive caregiving, prior reading achievement, and maternal psychopathology were held constant. Further, a moderation analysis indicated that the relation between maternal supportive caregiving and reading achievement was moderated by child gender. Conclusion This investigation revealed a significant and negative indirect effect of early childhood PI on children's reading achievement via changes in maternal supportive caregiving. However, this indirect effect was significant for boys only. Implications These findings highlight the potential for interventions and resources that promote supportive maternal caregiving to mitigate the deleterious effects of PI on children's reading achievement, especially for boys.

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National Council of Professors of Educational Administration

Cited by 3 publications

References 0 publications

Exploring Self-Efficacy in Education Leadership Programs

Exploring Self-Efficacy in Education Leadership Programs

Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community

Paternal incarceration and children's reading achievement: The role of maternal caregiving quality

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