Literaturnachweis - Detailanzeige
| Autor/in | English, Fenwick W. |
|---|---|
| Titel | The Unintended Consequences of a Standardized Knowledge Base in Advancing Educational Leadership Preparation |
| Quelle | In: Educational Administration Quarterly, 42 (2006) 3, S.461-472 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-161X |
| DOI | 10.1177/0013161X06289675 |
| Schlagwörter | Educational Administration; National Standards; Leadership Responsibility; Administrator Education; Accreditation (Institutions); Leadership Training; Instructional Leadership; Knowledge Level |
| Abstract | Background: The quest for a "knowledge base" in educational administration resulting in the construction of national standards for preparing school leaders has brought with it an unexpected downside. Purpose: It is argued that instead of raising the bar for preparing educational leaders, the standards have lowered them, first by embracing only a limited set of the actual responsibilities of school leaders, resulting in programmatic reductionism, and permitting the licensing of school leaders at sites outside the purview of the university, by definition a form of deprofessionalization. The standards also assume the existence of a static knowledge base tied to a static social system. Current skill sets contained in the standards are in their essence antichange and antidemocratic. Conclusions: The major assumption that must be questioned is the notion or requirement of a stable knowledge base that is a political necessity in accreditation and licensing practices but the hallmark of a dead field of studies empirically. (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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