The purpose of this study was to determine the characteristics of effective internships in principal preparation programs. A three-round modified policy Delphi was used. The panel consisted of interns, mentors, and university facilitators from 18 of the 22 Danforth Foundation-funded principal preparation programs. Characteristics of internships were divided into two categories: procedural and experiential. Procedural characteristics were defined as the process and management characteristics of the internship. The procedural characteristics were subdivided into selection, planning, placement, support, and evaluation. Experiential characteristics were defined as the experiences the intern had once placed with the supervising administrator. The experiential characteristics were subdivided into school climate; instructional management; research, evaluation, and planning; resources; staff development; staff evaluation; and community support. From the data base for Round 1, 132 items were selected for subsequent rounds. Panel members were asked to rate the importance of each item on a five-point scale. Items with a mean of 3.75 or greater were considered a characteristic of an effective internship in a principal preparation program. At the completion of Round 3, 114 out of 132 items met this criterion. Consensus by interns, mentors, and university facilitators was reached on 116 out of 132 items. Consensus was defined as no statistically significant difference among the ratings of the three groups. The major conclusions drawn from the study were (a) there are a number of different ways that an internship may be implemented in a principal preparation program, (b) the intern should not have full-time teaching (or other job) responsibilities while completing the internship, and (c) educators are somewhat parochial when it comes to recognizing the benefit of experience outside of education. It was recommended that the characteristics identified in the study be reviewed by those who develop internships in principal preparation programs and that the procedural and experiential characteristics that fit the context of the program be considered for implementation. / Ed. D.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to identify principal staff development needs as perceived by principals and superintendents in select Indiana school districts. Need ratings were analyzed by comparing superintendent and principal rating in eight categories of potential needs; "Instructional Leadership and Curriculum," "Community and Public Relations," "Personal Awareness," "School Management," "Personnel Management," "Student Rapport," "Principalship," and "Administrative Organization and Planning." The potential influence of five demographic variables: "Size of School District," "Levels of Graduate Education," "Grade Levels of Assignment," "Membership in Professional Organizations," and "Years' Experiences in School Administration," on principal ratings was also examined. Data were collected from30 superintendents and 181 principals employed in the 30 randomly selected school districts. Data were collected via a survey containing 76 items divided into eight categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, demographic variables incorporated in this study appeared to have little effect on principal ratings. There were three exceptions: (a) level of assignment (type of school) was found to be significant for ratings in the category of "Community and Public Relations," (b) level of assignment (type of school) was found to be significant for ratings in the category of "School Management," and (c) level of memberships in professional organizations was found to be significant for ratings in the category of "School Management."Findings in this study suggested that there was much common ground in principal ratings of their own staff development needs and the ratings provided by superintendents. Hence, the potential for planning programs that address both organizational and personal needs appeared to be high. Additionally, outcomes suggested that practitioner perceptions of principal staff development needs are not affected to any great extent by demographic variables. Additional research examining why principal needs are often ignored in staff development programs was recommended. / Department of Educational Leadership

published_or_final_version / abstract / Education / Master / Master of Education

This study employed a longitudinal cross-lagged panel design to evaluate the effect of teachers’ self-efficacy on their motivation to participate in professional development. Data were collected from 43 Hong Kong secondary school teachers at 2 measurement points. The cross-lagged panel analyses revealed teachers’ higher self-efficacy predicted lower motivation to join the professional training programme. However, this negative effect brought by self-efficacy was only significant if the programme was appealing to the teachers at Time 1. Correlation statistics also showed that teachers with higher self-efficacy tended to rate their familiarity of the programmes higher at both measurement points. The meaningfulness of the programmes was also positively correlated with the motivation to join the programmes. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This dissertation explored how a professional developer, using the Center’s Professional Development Model for Innovating Instruction, supported two teachers’ acquisition of the knowledge needed for their mathematics instruction. Through analysis of detailed field notes and semi-structured interviews of two experienced elementary school teachers working in an urban, high-need school, this dissertation studied how the design and situate components of the Center’s Professional Development Model for Innovating Instruction can lead to multiple ways of supporting teachers’ instruction depending on the teachers’ needs and interests. Findings from these two case studies suggest that there is a need for teacher education mathematics programs—In-service and pre-service—to provide teachers with the knowledge for innovative mathematics instruction needed to create demanding learning experiences in their classrooms. This dissertation elaborates on these results, discusses connections with other research, and ends with implications of these results, in terms of their immediate application and the need for future research.

在全球教育改革此起彼伏的今天，竞争型国家都力求通过教育领先战略以提升国家的竞争力。因此为校长及学校领导提供专业支持，提供有质量的培训与发展项目以确保教育竞争力是各国近期教育政策执行链中重要的一环。各国出台了很多政策与措施来确保学校领导培训与发展项目质量的持续改进。然而，值得注意的是所有政策措施的影响都是通过关键持份者在培训过程中的互动建构而实现的。迄今为止，学校领导培训项目中关键持份者的过程建构仍是一个黑匣子。 / 本研究采用质性研究方法，以中国五个校长培训机构的高级研修培训为个案，探究中国大陆校长培训的过程建构。本研究揭示了培训机构的管理者/专职人员、培训者与参训校长在培训前、培训中及培训后的行为表现与互动特点。在此基础上，研究者进一步分析了他们对校长学习、参训校长与专家的关系、校长培训的认识及这种认识对他们互动建构过程的影响。最后在国家、市场和高校的情境架构中，深入探讨培训机构与国家、高校和市场的关系如何形塑他们对培训的认识。通过上述三个层次的递进与拓展分析与追问，本研究揭示了中国大陆校长培训过程建构的黑盒子，提供了清晰的理解视角。 / 本研究发现，首先国家、市场、高校是影响校长培训发展的三股外在制度力量。国家从管制、提供和资助三方面影响校长培训的需求和供应。市场被当做国家提升培训质量的工具，在国家的管制下，在实践中发挥着有限的影响。高校则通过校内的部门定位与人员配备影响培训的核心建构过程。国家、市场、高校之间的张力，形塑了关键持份者对校长学习、参训校长与专家的关系和校长培训的认识。目前这种认识以技术控制旨趣为主导，实践中逐渐开始浮现理解实践的旨趣。 / 其次，在培训过程建构中，管理者/专职人员看似占据主导地位，但在实际的互动中，其与培训者并不存在管理关系，对培训者所讲内容与教学方式的可控性弱。他们能够强制要求参训校长扮演好“学员的角色，但是他们并不能控制参训校长在培训过程中的参与度。 / 最后，培训中的校长学习主要以授受的方式进行。由于参训校长准备不足、缺乏培训相关性与共同性的协商，在一定程度上呈现出专家主导的特点。在培训结束之后，部分参训校长能利用培训结识各方人员的机会决定是否继续联系管理者/专职人员与培训者。 / 本研究通过质性的实证个案研究，增进了对在职学校领导发展与培训的理解，在国家、市场和高校的架构中，深化对中国目前普遍的以高校为本的校长培训的理解，弥补了中国大陆现有校长培训与发展研究的不足，同时具有研究方法的意义和研究视角的价值。 / Education has been prioritized by competition states to imporve national competitiveness in the global trend of educational reform. Providing professional support and high quality leader training programs for school principals are therefore critical to implementing the ambitious and desirable educational reforms. Various educational policies and measures applied in some countries to ensure the quality and continous improvement of school principal development programs. However, the policies and measures can only matter through the stakeholder’s interative construction process of the training programs. How various stakeholders construct the training process is still a blackbox until now. / This research is qualitative in nature, exploring the construction of principal training process in Mainland China with five training institutions as cases. It presents what administrator/ full-time staff, trainer and principal trainee do before, during and after principal training program, and how they interact with each other. Then, the research analyzes how the stakeholders perceive principal learning, the relationship between principal trainee and trainer, and principal training as well. This research also explores how their understandings influence the interactive construction process. Finally the above mentioned actions, perceptions and interactions are integrated into a larger institutional context in which state, market and higher education institution have shaped the construction of principal training process and ultimately impact on the development of principal training. / This resesearch first finds that the state, market and higher education institutions are the three external institutional forces shaping the context for process construction of principal training in Mainland China. The sttate influences the supply and demand of principal training through regulation, provision and funding. Market as an extended policy instrument from the state to improve program quality, and exerts limited impact under the regualtion of the state. Higher education institutions influence core process construction through department function orientation and staffing. The tension among state, market and higher education institution shapes stakeholders’ perceptions of principal learning, relationship betweeen principal trainee and trainer, principal training as well, which are dominated by technical-control interest while the interest of understanding practice is emerging gradually. In the process construction, administrator and full-time faculty appear dominating the process, but they have little control over part-time trainers either in content or in pedagogy. At the same time, they can contrive the principal trainee to play out the role of trainee, but they can not force their engagement. Principal learning in training is constructed as ‘give and receive’ between the trainer and the principal trainee. In fact, the whole process is dominated by the trainer as a result of unreadiness of the principal trainee, lacking of relevance and negotiation of mutuality. After the principal training, some principals would further use the connections by their own needs. / This research is the first empirical qualitative study focusing on the process construction of school principal training in China. It contributes to the understanding of in-service school leader training and development for school leadership in the university-based training system and fills the gaps of existing principals of training and development research in the Mainland China. This research has its value in research methods attempted and perspectives applied in this kind of studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 郑玉莲. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 203-217). / Abstracts in Chinese and English. / Zheng Yulian. / 摘 要 --- p.1 / Abstract --- p.3 / 致 谢 --- p.5 / 目 录 --- p.8 / 图目录 --- p.14 / 表目录 --- p.15 / Chapter 第一章 --- 导论 --- p.16 / Chapter 第一节 --- 研究背景 --- p.17 / Chapter 一、 --- 西方学校领导培训与发展的变革 --- p.17 / Chapter 二、 --- 中国大陆校长培训的实践脉络 --- p.20 / Chapter 第二节 --- 研究问题 --- p.23 / Chapter 第三节 --- 研究意义 --- p.25 / Chapter 第二章 --- 文献综述 --- p.28 / Chapter 第一节 --- 学校情境下的教育领导理论的发展 --- p.28 / Chapter 一、 --- 领导理论发展述评 --- p.29 / Chapter 二、 --- 教育领导理论流派 --- p.30 / Chapter 三、 --- 结语 --- p.38 / Chapter 第二节 --- 从领导者培训到领导力发展：校长培训理论视角的转型 --- p.40 / Chapter 一、 --- 从领导者到领导力 --- p.40 / Chapter 二、 --- 从培训到发展 --- p.44 / Chapter 三、 --- 结语 --- p.57 / Chapter 第三节 --- 学校领导培训与发展实施与研究 --- p.60 / Chapter 一、 --- 学校领导储训项目 --- p.60 / Chapter 二、 --- 入职与在职培训项目 --- p.61 / Chapter 三、 --- 结语 --- p.62 / Chapter 第四节 --- 学校领导培训与发展治理架构的调整 --- p.62 / Chapter 一、 --- 学校领导培训与发展的治理分析架构 --- p.63 / Chapter 二、 --- 国家、大学、市场与学校领导培训与发展 --- p.65 / Chapter 三、 --- 结语 --- p.66 / Chapter 第五节 --- 中国大陆校长培训研究进展 --- p.67 / Chapter 一、 --- 中国大陆校长培训研究全景扫描 --- p.67 / Chapter （一） --- 期刊文章 --- p.67 / Chapter （二） --- 硕博论文 --- p.71 / Chapter 二、 --- 中国大陆校长培训研究评述 --- p.72 / Chapter 第三章 --- 研究设计 --- p.75 / Chapter 第一节 --- 研究者的认识旨趣与质性研究取向 --- p.75 / Chapter 一、 --- 质性的研究取向 --- p.75 / Chapter 二、 --- 研究者认识旨趣的澄清 --- p.76 / Chapter 三、 --- 研究范畴界定 --- p.76 / Chapter 第二节 --- 个案研究设计 --- p.76 / Chapter 第三节 --- 个案选择与资料搜集 --- p.77 / Chapter 一、 --- 培训机构的选取 --- p.77 / Chapter 二、 --- 资料搜集 --- p.79 / Chapter 三、 --- 资料编码与分析 --- p.81 / Chapter 第四节 --- 研究的可靠性与伦理考量 --- p.82 / Chapter 一、 --- 研究可靠性 --- p.82 / Chapter 二、 --- 研究的伦理考量 --- p.83 / Chapter 第五节 --- 研究阶段 --- p.84 / Chapter 第四章 --- 中国大陆校长培训的本土情境与案例机构简析 --- p.85 / Chapter 第一节 --- 中国大陆校长培训的历史发展：政策分析的视角 --- p.85 / Chapter 一、 --- 中国大陆校长培训发展阶段 --- p.86 / Chapter 二、 --- 中国大陆校长培训政策的延续与变革 --- p.90 / Chapter 第二节 --- 中国大陆校长培训系统 --- p.96 / Chapter 一、 --- 中国大陆校长培训的管理体系 --- p.96 / Chapter 二、 --- 中国大陆校长培训的层级 --- p.97 / Chapter 三、 --- 中国大陆校长培训承担机构的类型 --- p.98 / Chapter 四、 --- 高校为本的校长培训机构 --- p.99 / Chapter 第三节 --- 案例机构简析 --- p.100 / Chapter 一、 --- 培训机构的分析架构 --- p.100 / Chapter 二、 --- 案例机构背景分析 --- p.101 / Chapter 第五章 --- 中国大陆校长培训过程建构的全景扫描 --- p.106 / Chapter 第一节 --- 培训前的管理者/专职人员独角戏 --- p.106 / Chapter 一、 --- 培训前的准备 --- p.106 / Chapter 二、 --- 培训前的动态互动关系分析 --- p.112 / Chapter 第二节 --- 培训过程中的校长学习 --- p.114 / Chapter 一、 --- 校长培训的时空架构 --- p.115 / Chapter 二、 --- 校长学习的核心活动 --- p.116 / Chapter 三、 --- 校长学习的边缘活动 --- p.123 / Chapter 四、 --- 培训过程中动态互动关系分析 --- p.126 / Chapter 第三节 --- 培训后的非正式交汇 --- p.128 / Chapter 一、 --- 培训后的不同关注点 --- p.128 / Chapter 二、 --- 培训后的动态互动关系分析 --- p.130 / Chapter 第四节 --- 结语 --- p.131 / Chapter 第六章 --- 对校长培训的认识与培训过程建构 --- p.138 / Chapter 第一节 --- 对校长学习的理解与认识 --- p.138 / Chapter 一、 --- 校长为什么要学 --- p.138 / Chapter 二、 --- 校长学什么 --- p.142 / Chapter 三、 --- 校长怎么学 --- p.144 / Chapter 第二节 --- 对参训校长-专家关系的认识 --- p.145 / Chapter 一、 --- 传统的“参训校长-专家关系的认识 --- p.145 / Chapter 二、 --- 新型“参训校长-专家关系认识的浮现 --- p.146 / Chapter 第三节 --- 对校长培训的认识 --- p.148 / Chapter 一、 --- 将校长培训视为一种任务和待遇 --- p.148 / Chapter 二、 --- 将校长培训视为一种教学平台 --- p.151 / Chapter 三、 --- 将校长培训视为超级市场或信息中心 --- p.152 / Chapter 四、 --- 将校长培训视为学习社群 --- p.153 / Chapter 第四节 --- 结语 --- p.154 / Chapter 一、 --- 技术控制旨趣下的认识及其对校长培训过程建构的影响 --- p.154 / Chapter 二、 --- 理解实践旨趣的认识及其对培训过程建构的影响 --- p.155 / Chapter 三、 --- 解放旨趣的认识及其对培训过程建构的影响 --- p.156 / Chapter 第七章 --- 国家、市场、高校角力下的校长培训 --- p.157 / Chapter 第一节 --- 国家对校长培训的影响 --- p.157 / Chapter 一、 --- 国家对校长培训的管制 --- p.157 / Chapter 二、 --- 国家对校长培训的资助 --- p.159 / Chapter 三、 --- 国家对校长培训的提供 --- p.160 / Chapter 第二节 --- 逐渐兴起的培训市场 --- p.160 / Chapter 一、 --- 校长培训市场的供需方 --- p.161 / Chapter 二、 --- 校长培训市场的交换媒介 --- p.164 / Chapter 第三节 --- 高校对培训过程建构的影响 --- p.166 / Chapter 一、 --- 高校类型及其生存环境的变革 --- p.167 / Chapter 二、 --- 培训机构部门设置与功能定位 --- p.167 / Chapter 三、 --- 培训师资队伍的构成 --- p.172 / Chapter 第四节 --- 国家、市场、高校角力下培训机构能力建设的策略 --- p.176 / Chapter 一、 --- 理解校长培训机构能力建设的分析架构 --- p.176 / Chapter 二、 --- 不同类型培训机构能力建设策略分析 --- p.178 / Chapter 三、 --- 培训机构能力建设的思考 --- p.185 / Chapter 第八章 --- 结论与反思 --- p.187 / Chapter 第一节 --- 研究发现 --- p.187 / Chapter 一、 --- 关键持份者的行为表现与互动特点 --- p.188 / Chapter 二、 --- 关键持份者的认识与培训过程的建构 --- p.189 / Chapter 三、 --- 校长培训机构与国家、高校及市场的关系及其影响 --- p.190 / Chapter 四、 --- 重新理解校长学习 --- p.192 / Chapter 五、 --- 中国大陆校长培训过程建构的隐喻 --- p.194 / Chapter 第二节 --- 研究贡献 --- p.195 / Chapter 一、 --- 理论贡献 --- p.195 / Chapter 二、 --- 实践启示 --- p.198 / Chapter 第三节 --- 研究限制 --- p.201 / Chapter 第四节 --- 后续研究建议 --- p.201 / 参考文献： --- p.203 / 附 录 --- p.218

School administrators are required by law to report suspected cases of child abuse. They create serious legal and moral consequences for their school districts when they fail to report suspicions of child abuse occurring in the school setting. Studies consistently find that child sexual abuse is under-reported and that allegations of sexual abuse by school personnel are increasing. School administrators may not be responding effectively to the abuse that does occur in schools because they have not been trained to recognize indicators of abuse nor to effectively investigate allegations of abuse. The purpose of this study was to investigate whether specially designed training would significantly improve school administrators' performance on child sexual abuse case simulations. Subjects were from a convenience sample of 40 practicing administrators from five school districts in Yamhill County, Oregon. A one-group pretest-intervention-post-test (A-B-A) design was used, and data were collected using three instruments: (1) an administrator questionnaire developed through a Delphi Process, (2) a pre-evaluation case simulation, and (3) a post-evaluation case simulation. The t test of alpha was used to examine the correlated means and determine the significance in changes in performance between the pre- and post-test results. A standard level of significance (p<.05) was employed throughout the study. This study confirms that the administrators in this sample were lacking in knowledge in the six areas addressed by the training modules and that the gains they made were significant in each of the six training areas and on the overall post-test. No significant differences were found among the subjects on the basis of gender, age, experience level, and longevity in their current positions. This study concludes that school administrators may lack sufficient knowledge about child sexual abuse to adequately protect children in their schools. It also suggests that specially designed training sessions will increase reporting and reduce the number of child sexual abuse cases occurring in public schools. Districts may better fulfill their moral and legal obligations to protect children and reduce their legal costs and exposure to liability by providing specialized training in child sexual abuse for administrators. / Graduation date: 1997

This study was an investigation to determine the instructional media competencies that inservice teachers of secondary education teaching disciplines recommend for pre-service teachers in their discipline. A literature review focused on four main questions: 1. What historical events mark the development of the field of instructional media? 2. What are some significant classroom media use studies? 3. What are some significant comparative media studies? 4. What are some significant instructional media course content studies? Secondary education teachers of twelve different teaching disciplines were randomly selected from schools in three states, namely Hawaii, Oregon and Utah. Four hundred and sixteen (416) responded to a mail administered questionnaire. A series of one-way analysis of variance with Duncan Multiple Range Tests, t-Tests, cross tabulations and means tables were computed to determine any significant differences in the recommendations of fifty-six (56) instructional media competencies among teachers in secondary education teaching disciplines. The findings of this study can be summarized with the following conclusions: 1. The teaching discipline influences recommendations by inservice teachers of secondary education for instructional media competencies to be included in a pre-service teacher education program. 2. The teaching discipline influences the perceived value of instructional media use in the classroom of inservice teachers of secondary education. 3. The perceived value of instructional media use in the classroom by secondary education teachers influences their recommendations of instructional media competencies to be included in a pre-service teacher education program. 4. Teachers of secondary education teaching disciplines recommend that instructional media competencies be taught as a part of the methods courses within their disciplines as well as being taught in separate instructional media courses. 5. There are two major factors affecting the non-use of instructional media by teachers of secondary education teaching disciplines are that they perceive: 1. "Arranging to use media is too great a hassle." 2. "Media materials in the school are outdated." 6. There are instructional media con1petencies that are common to all secondary education teaching disciplines as well as instructional media competencies that are unique to each of twelve secondary education teaching disciplines. / Graduation date: 1991

This study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.