School principal expertise: Putting expert-aspiring principal differences in problem solving processes to the test.

Autor/inn/en	Spillane, James P.; Weitz White, Kathryn; Stephan, Jennifer L.
Titel	School principal expertise: Putting expert-aspiring principal differences in problem solving processes to the test.
Quelle	In: Leadership and policy in schools, 8 (2009) 2, S. 128-151Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760902737188
Schlagwörter	Empirische Untersuchung; Bildungsmanagement; Bildungspolitik; Schule; Bildungsverwaltung; Schulleitung; Auswahl; USA
Abstract	This article reports on differences between expert and aspiring principals. Following the work of Leithwood and colleagues, [the authors] asked expert and aspiring principals to respond to ill-structured written problem scenarios. [The] sample of 44 included 20 expert principals and 24 aspiring principals. The aspiring principals were from a cohort of participants in a professional development program for aspiring principals in a large Midwestern urban school district. Drawing from that same school district, the expert principals were selected based on an analysis of longitudinal teacher survey data and student achievement data. [They] found statistically significant differences between expert and aspiring principals on five problem-solving processes, three of which were in line with prior hypotheses generating research on principal expertise. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1