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Mapping the journey toward the principalship: A mixed methods design.

機譯：描繪出擔任校長的過程：混合方法設計。

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摘要

The intent of this study is to learn about principal intern perceptions of their grasp of the eleven identified state principal standards for Colorado. Three components of principal preparation programs were isolated for this study: standards, internships, and reflection. Journey Mapping, "a real-time internet-based reporting system that promotes reflective practice and continuous learning for students" (Westmoreland, 2003, p.1), supported the reflective process and data collection. Principal interns logged on at regular intervals and completed open-ended questions (identifying successes, challenges and concerns) and rated themselves on their knowledge of principal standards on a six-point scale. Longitudinal data from two academic years and three principal cohorts were collected. The design was a concurrent triangulation mixed methods design (QUANT + QUAL). The quantitative analysis for this inquiry was a non-experimental comparative approach. The qualitative analysis was done using template analysis. Matrices were created using computer assisted qualitative data analysis software, which aided in the mixed analysis.;Results of this study revealed the value of the combination of internships, standards, and reflection in preparing future principals.;Data were analyzed based on time of journal entry (initial, mid-year, and final), gender, and years of experience. A statistically significant difference for initial to mid-year and mid-year to final scores was found. There was not a statistically significant difference between male and female participants and their overall scores. A mixed ANOVA also showed a statistically significant increase of scores over time, however, the other factors, years of experience and gender, were not found to have a significant interaction with overall scores. All standards were addressed throughout the journal entries under specific categories: successes, challenges, and concerns. While there were a few areas of improvement discovered (e.g. more practice with Supervision of Personnel and Resources), this analysis revealed the increased knowledge gained during the principal internship. Several standards; Foundations of Leadership, Contextual Understanding, Planning and Organization, Management and Evaluation of Instruction, and Supervision of Student Conduct, were especially strengths gained from the internships. Few differences were discovered through the narratives for gender. Challenges varied for the different levels of experience, but not for successes or concerns.
機譯：這項研究的目的是了解主要的實習生對他們掌握的科羅拉多州11項已確定的州主要標準的理解。本研究隔離了主要準備計劃的三個組成部分：標準，實習和反思。 Journey Mapping是一種“基于互聯(lián)網(wǎng)的實時報告系統(tǒng)，可促進學生進行反思性練習和持續(xù)學習”（Westmoreland，2003年，第1頁），支持反思性過程和數(shù)據(jù)收集。校長實習生定期登錄，并完成不限成員名額的問題（確定成功，挑戰(zhàn)和擔憂），并以六分制對自己的主要標準知識進行評分。收集了兩個學年和三個主要隊列的縱向數(shù)據(jù)。該設計是并行三角剖分混合方法設計（QUANT + QUAL）。對這種詢問的定量分析是一種非實驗的比較方法。使用模板分析進行定性分析。使用計算機輔助的定性數(shù)據(jù)分析軟件創(chuàng)建矩陣，該矩陣可幫助進行混合分析。研究結果揭示了實習，標準和反思相結合在準備未來校長方面的價值。入職（初始，年中和最終），性別和工作年限。發(fā)現(xiàn)從最初到年中的分數(shù)，從年中到最后的分數(shù)有統(tǒng)計學意義的差異。男性和女性參與者及其總分之間沒有統(tǒng)計學上的顯著差異?；旌戏讲罘治鲞€顯示，隨著時間的推移，分數(shù)在統(tǒng)計上有顯著增加，但是，其他因素（經(jīng)驗的年限和性別）與總體分數(shù)之間沒有顯著的交互作用。在整個期刊條目中，所有標準均按以下特定類別處理：成功，挑戰(zhàn)和關注。盡管發(fā)現(xiàn)了一些需要改進的地方（例如，人事和資源監(jiān)督的更多實踐），但該分析表明，在主要實習期間獲得的知識有所增加。幾個標準；領導力，情境理解，計劃和組織，教學管理和評估以及學生行為監(jiān)督的基礎，尤其是從實習中獲得的優(yōu)勢。通過性別的敘述很少發(fā)現(xiàn)差異。挑戰(zhàn)因經(jīng)驗水平的不同而各異，但成功或關切卻不一樣。

著錄項

  • 作者

    Stevenson, Cerissa.;

  • 作者單位

    Colorado State University.;

  • 授予單位 Colorado State University.;
  • 學科 Education Administration.
  • 學位 Ph.D.
  • 年度 2008
  • 頁碼 119 p.
  • 總頁數(shù) 119
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關鍵詞

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