This article describes an evaluation of an Ed.D. Doctoral Program in Educational Leadership conducted at a university in North Carolina. The purpose was to determine graduates’ perceptions of the impact of the degree attainment on their professional career. Results will also assist with efforts for improving the quality of the program of study. Data analyzed included professional accomplishments, scholarly activities, leadership activities that contribute to the education profession and society. Findings indicated that follow up and information provided by graduates of a program provided a unique source of data that can describe the significance and effectiveness of the program to students and to professional communities. Approximately 80% of graduates indicated that the dissertation process was the most effective aspect of their program of study. Additionally, all graduates reported that the degree program resulted in increased income and job promotions. Only 16% of graduates indicated participation in scholarly work.
Simulations are presented that are interactive and use video clips to present problem scenarios that are followed by decision-making or discussion opportunities for students. In this online set of simulations are three case studies of typical administrative problems that school leaders and teachers might encounter. The topics for the three cases involve the following: a) a student's walkman-type radio is stolen from him on a school bus; b) some teachers complain to the principal about another teacher who is consistently late in picking up her students; c) one special education student and one regular student in an inclusive classroom get into a fight with a variety of different versions of the fight presented--each of which leads to different problem solving opportunities. In addition, there is a manual that suggests ways in which professors and students may use the simulations, and the manual also provides an overview of decision making theory for students to review.
With over six million school age children in special education programs, educators are concerned about delivering special education services in an effective manner. A qualitative study was designed to investigate practitioners’ perspectives on the effectiveness of implementing special education programs in the Midwest region of the United States. The data collected indicate a need for a concentrated effort to prepare principals in the area of special education and the need for more leadership with the implementation of special education programs.
Professional preparation in educational administration has been a university-based state requirement that oriented aspiring school administrators to the roles of principal or superintendent. Professional and state expectations for preparation, development, and credentialing are shifting as the complexity of leadership and administration has changed. Ongoing professional development, lifetime learning, and the continuous challenge of staying current in the increasingly complex field of education has shifted the sole responsibility of educational administration preparation from universities to a model of continuous training over the course of a professional career. This model includes pre-service preparation by universities and a mix of preparation over the course of one’s career by universities and state approved professional associations and third party organizations.
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