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This course fulfills its promise to help students understand research methods in education and educational administration specifically. Concepts of research have been covered clearly, to allow students better insight into how they might construct their own research from the proposal stage through the analysis and interpretation of results. Through encounters with original research like the Porter, Polikoff, Goldring, et al. (2010) study, students in this course also become more familiar with how researchers develop and implement assessments to evaluate the efficacy of different school leadership models.
Moreover, this course empowers students to adopt a professional mindset to evaluate the research of others, consider gaps in the literature, and contribute to the growing body of evidence on educational administration. The course has also covered theoretical orientations in educational research, encouraging students to consider their own points of view and the directions their research and their careers will take them. Ultimately, students can understand the connections between research, practice, and policy.
The goals of educational research are typically to improve practice and policy. Therefore, it is important to use resources judiciously when planning educational research. Research should have specific goals in mind to help administrators serve their districts,...
This course has also asked that students consider their work in light of the ethical principles governing the profession of education. Research should promote social justice and equity in education, help improve educational outcomes, or to promote a more efficient or cost-effective way of using limited resources. Students have also learned in this course how to communicate the results of research to a community of peers, providing background information on the theoretical orientation and showing how the research can be used to influence public policy or education practice.
Designing a research proposal can seem like a daunting process, especially considering the potential ramifications of real-world applications of the research. Students have been encouraged to consider the ethical implications of the research conducted, not just in terms of the methods such as providing informed consent, but also in terms of how the results of the study could be used. For example, educational administrators need to consider how standardized tests and other assessments impact student labeling, educational tracking, and student self-concepts. Some administrators will want research that specifically shows areas of need or weakness in their school, with the goal of…
Descriptive statistics were employed to describe the participants' responses and constant comparative analysis was used to quantify the survey data. Results According to the survey results, ninety-two percent of the school superintendents confirmed the validity of the twenty-one factors identified in the prior literature. However, fewer than eight percent reported having any methodology for applying those criteria to the school principal hiring process. Given the obvious correlation between the quality of
Educational Leadership & Student Assessment in Pennsylvania Student assessment has recently become a matter of great controversy in Pennsylvania, as many critics argue that it is not an accurate measure of students' attainment of the state's academic standards. For example, the Pennsylvania System of School Assessment (PSSA) is designed to assess the quality of public schools and make the information known to parents, teachers, school districts, and the general public (Commonwealth of
Educational Leadership Comprehensive Exam - Educational Leadership Theoretical and conceptual knowledge There is increasing interest in educational leadership in this current century. This can be attributed to the belief that making differences in the educational sector and impacting student outcomes requires quality leadership. All over the world, there is increased recognition of the need of schools to have effective and efficient leaders and mangers in order to provide quality education to students. In
Knowledge and skills of an administrator for this project Although I have spoken of the variety of skills and some knowledge needed to successfully complete this project this information will be recapped for the reader in this section. As a principal on this project I or anyone who were to undertake one similarly should have a thorough knowledge of the school improvement process. In addition, he or she should know the state
diversity of learning styles and needs represented in a typical 21st century classroom. As the United States continues to see an increase in multi-ethnic, multinational populations, the children of immigrants that bring diverse cultures and ethnicities to American shores are represented in the classroom. This presents a serious challenge for the educator, since the diversity of students reflect a wide range of competencies, skills and levels of intellectual comprehension.
This view is reflected in increasing calls for financial equity among schools, desegregation, mainstreaming, and standardized testing for teachers and students alike; it has been maintained that by providing the same education to all students, schools can equalize social opportunity (Bowman, 1994). This latter position is typically followed up with the use of a particular curriculum designed to support the approach. In this regard, Bowman suggests that, "Knowledge is thought