The Knowledge Base Informing the Teaching of Administrative and Organizational Theory in UCEA Universities: A Descriptive and Interpretive Survey

Nicolaides, Nitsa; Gaynor, Alan K.

doi:10.1177/0013161x92028002005

Cited by 11 publications

(4 citation statements)

References 3 publications

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“…To date, existing research has not scrutinized the attention devoted to each of these vital management questions in the course of principal preparation. The only previously published study to explore the content of administrator preparation using course syllabi was conducted by Nicolaides and Gaynor (1992). The authors analyzed 36 syllabi from doctoral programs at the 37 University Council for Educational Administration (UCEA) programs to examine the focus of administrative theory courses and isolated five basic themes: theoretical and historical foundations, process and change, sociopolitical structures, leadership, and culture and symbols.…”

Section: Existing Researchmentioning

confidence: 99%

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹

Hess

Kelly

2007

Teachers College Record: The Voice of Scholarship in Education

131

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Today, school principals are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities. Are principal preparation programs equipping their students for this new role? This study examines the content of instruction at a stratified sample of the nation's principal preparation programs. The analysis looks at preparation at the programs training the most candidates, the programs regarded as most prestigious, and more typical programs. We surveyed 56 programs and were able to collect 31 sets of syllabi that met the standards permitting systematic coding. The syllabi yielded 2,424 course weeks in the 210 syllabi analyzed. Overall, we found surprising similarities across the various types of programs. Just 2% of course weeks addressed accountability in the context of school management or school improvement. Eleven percent of course weeks made reference to statistics, data, or empirical research in some context. Only 12% of course weeks focused upon norms and values, but within those weeks there was evidence of normative bias in the topic descriptions and assigned readings. The evidence raises questions about whether principal preparation has kept pace with changes in the larger world of schooling.

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Section: Existing Researchmentioning

confidence: 99%

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹

Hess

Kelly

2007

Teachers College Record: The Voice of Scholarship in Education

131

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“…In contrast to the Nicolaides & Gaynor (1992) and Rusch (2004) Additionally in spite of research findings of differences between female and male perceptions of the importance of gender issues we cannot assume that education departments populated with female faculty will inherently be more conscious of or committed to addressing or ameliorating gender inequities. Nettles and Millet's (2006) study of 9000 doctoral students found that female students in schools of engineering and schools of education similarly expressed the lowest university-wide level of satisfaction with faculty interactions in spite of the fact that engineering faculty are predominately male whereas schools of education faculty are predominately female.…”

Section: Perceptions Of Salience Of Gender Equity Valuesmentioning

confidence: 88%

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

Нелли¹

2000

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Organization of the Study 2. Review of Literature Values in Educational Leadership Programs Aggregated values data and low values focus Gender equity values: Doctoral socialization Gender equity values: Educational leadership programs Perceptions on salience of gender equity values Challenges to supporting gender equity values Research Recommendation: Institutional focus variation Research Recommendation: Gender institutional research References Appendices Appendix A. Tetreault Coding Rubric Appendix B. Coding Dictionary This study will examine gender focused Ed.D. dissertation scholarship from U.S. public doctoral granting institutions between 1998-2007, as indicated by the dissertation title. Feminist content analysis will be utilized as a conceptual framework and research methodology to examine the gender consciousness, cultural beliefs and gender conceptualization of future educational leaders as represented in a key textual culminating artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. Research Questions This inquiry into the values, beliefs and commitments of future educational leaders will focus on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural GENDER REPRESENTATIONS IN ED.D. DISSERTATIONS 4 gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007?

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“…A slightly different conclusion arising from an analysis of 36 syllabi from UCEA universities which mostly described positions located within general systems theory and geared toward functionalism, while alternative perspectives (e.g. phenomenology, critical theory) were underrepresented (Nicholaides and Gaynor, 1992). …”

Section: Notesmentioning

confidence: 99%

The field of educational administration

Oplatka

2009

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to outline the intellectual discussions in the field of educational administration (EA) since the foundation of its major journals and suggest some lessons for the state of the field at the present time. Design/methodology/approach -The review is based on all papers, scholarly, historical or empirical, that observed philosophical, epistemological and methodological issues and concerns in this field. The papers were analyzed and coded by their purposes, arguments, epistemological questions, criticism, findings and insights. Practical implications -The major concluding epistemological message of this historical account is of "recycling," i.e. the field is typically embedded with debates over similar ideas, assumptions, and insights about EA as a field of study throughout the last five decades. Therefore, it is a time for radical changes in the understanding of the field's intellectual missions and boundaries. Originality/value -The historical overview is likely both to acquaint one with the historical scholarly streams, trends and debates in knowledge development of EA as a field of study, and help international field members understand and mould their professional identity.

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The Knowledge Base Informing the Teaching of Administrative and Organizational Theory in UCEA Universities: A Descriptive and Interpretive Survey

Cited by 11 publications

References 3 publications

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

The field of educational administration

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The Knowledge Base Informing the Teaching of Administrative and Organizational Theory in UCEA Universities: A Descriptive and Interpretive Survey

Cited by 11 publications

References 3 publications

Learning to Lead: What Gets Taught in Principal-Preparation Programs1

Learning to Lead: What Gets Taught in Principal-Preparation Programs1

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

The field of educational administration

Contact Info

Product

Resources

About

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹

Learning to Lead: What Gets Taught in Principal-Preparation Programs¹