Gender, Politics and the ISLLC Standards: A Closer Look

Autor/inn/en	Engler, Carol; Edlefson, Carla
Titel	Gender, Politics and the ISLLC Standards: A Closer Look
Quelle	In: AASA Journal of Scholarship & Practice, 2 (2005) 1, S.7-10 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Administrator Education; Effective Schools Research; Educational Administration; Internship Programs; Academic Standards; Student Surveys; Minimum Competency Testing; Knowledge Level; Educational Indicators; Gender Differences; Politics of Education; Institutional Evaluation; Curriculum Evaluation; Sequential Tests of Educational Progress + Suchen Sie Ihr Suchwort? Schulforschung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Berufspraktische Ausbildung; Schülerbefragung; Wissensbasis; Educational indicato; Bildungsindikator; Geschlechterkonflikt; Educational policy; Bildungspolitik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	Providing quality principal preparation internship programs at the nation's graduate schools of education has long been a topic of discussion and concern. In 1989, the National Policy Board for Educational Administration (NPBEA) cited a decline in the quality of administrator preparation programs. These programs were criticized for being excessively steeped in theory while lacking in real-life applications. Furthermore, with the advent of the school reform movement that began with the release of "A Nation At Risk" in 1983, standards based curriculum became a prime consideration in all curriculum areas. As a result, in 1994, the Council of Chief State School Officers (CCSSO) and NPBEA created the Interstate School Leaders Licensure Consortium (ISLLC), whose charge was to address the issue of standards in the field of educational leadership. The ISLLC standards were consciously designed to focus "on matters of learning and teaching and the creation of powerful learning environments." The standards were developed from the research discoveries that emerged from effective schools research. These standards were deliberately broad, placing emphasis on the knowledge, dispositions and performances necessary for exemplary school leadership. The Department of Educational Administration at Ashland University anticipated incorporating the ISLLC standards into its curriculum through an intensive examination of current courses of study. The first step, however, was to determine how much knowledge current graduate students had of the ISLLC standards. In this article, the authors report the findings of their research to determine how much knowledge of the ISLLC standards educational administration graduate students possess. Their study reveals a difference in the knowledge reported by female and male participants. (Contains 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10