Theory to practice in administrator preparation: an evaluation study

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Publication Type Journal Article
School or College College of Education
Department Educational Leadership & Policy
Creator Pounder, Diana G.
Title Theory to practice in administrator preparation: an evaluation study
Date 1995
Description The purpose of this paper is to evaluate the effectiveness of a field-based doctoral program in educational administration on linking theory and research to the improvement of practice. Specifically, the study evaluates the degree and ways in which doctoral student field-based projects and studies completed as an integral part of the University of Utah's field-based Ed.D. program have resulted in program or policy changes in schools or other education-related agencies. This evaluation of the theory-practice emphasis in the University of Utah's Ed.D. program suggests that the program is successfully meeting its central program objective. Study data indicate that approximately one-half to two-thirds of student projects resulted in some sort of policy or program change in educational practice. Projects that resulted in change in local schools, districts or other education-related agencies tended to be either policy adoptions addressing legal and/or personnel administration concerns or instructional program implementations for students and staff. Factors that enhanced the likelihood of a project resulting in a policy or program change were: 1} the student's familiarity with relevant problems of practice; 2) the degree to which students worked closely with other organizational employees in developing and refining the project; and 3) the utility and conceptual/analytical quality of the proposal itself.
Type Text
Publisher R & L Education
Volume 5
Issue 2
First Page 151
Last Page 162
Subject Educational administration; Doctoral programs; Theory-practice programs
Subject LCSH School management and organization; Doctoral students
Language eng
Bibliographic Citation Pounder, D. G. (1995). Theory to practice in administrator preparation: an evaluation study. Journal of School Leadership, 5(2), 151-62.
Rights Management (c) R & L Education. This material is still protected by copyright. All rights reserved. Please contact the publisher for permission to copy, distribute or reprint.
Format Medium application/pdf
Format Extent 409,306 Bytes
Identifier ir-main,1380
ARK ark:/87278/s6765zdm
Setname ir_uspace
Date Created 2012-06-13
Date Modified 2021-05-06
ID 702495
Reference URL https://collections.lib.utah.edu/ark:/87278/s6765zdm
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